Direct Instruction Research

Current research on direct instruction is reviewed with a particular emphasis on two strands—studies of instructional design and technology and research on effective staff development. The latter research suggests that three components are essential to the position of instructional supervisor or resource consultant, including a working knowledge of the research on effective teaching and the ability to effectively coach teachers in the classroom setting. Extensive training is required for individuals to become competent in these components. The technology research indicates that the same instructional variables that enhance learner performance with traditional written materials appear to enhance learning with computer-assisted instruction and interactive videodisc instruction. Several examples of technology applications are presented. The article concludes with a discussion of future directions in direct instruction research.

[1]  Jane A. Stallings.  Allocated Academic Learning Time Revisited, or Beyond Time on Task , 1980 .

[2]  Russell Gersten,et al.  A Multifaceted Study of Change in Seven Inner-City Schools , 1986, The Elementary School Journal.

[3]  M. Fullan,et al.  The Meaning of Educational Change , 1984 .

[4]  Meredith D. Gall,et al.  Far West Laboratory for Educational Research and Development. , 1971 .

[5]  J. West,et al.  State Departments of Education Policies on Consultation in Special Education: The State of the States , 1987 .

[6]  Gene E. Hall,et al.  Configurations of School-Based Leadership Teams. , 1986 .

[7]  D. Carnine,et al.  Elaborated Corrective Feedback and the Acquisition of Reasoning Skills: A Study of Computer-Assisted Instruction , 1987, Exceptional children.

[8]  Russell Gersten,et al.  The Effectiveness of Videodisc Instruction in Teaching Fractions to Learning-Disabled and Remedial High School Students , 1986 .

[9]  B. Showers,et al.  Teachers Coaching Teachers. , 1985 .

[10]  Lorna Idol-Maestas,et al.  A Follow-up Study of Resource/ Consulting Teachers , 1985 .

[11]  D. Lortie.  Schoolteacher: A Sociological Study , 1976 .

[12]  Douglas Carnine,et al.  Theory of instruction : principles and applications , 1982 .

[13]  Charles A. Perfetti,et al.  Effects of Long-Term Vocabulary Instruction on Lexical Access and Reading Comprehension. , 1982 .

[14]  Russell Gersten,et al.  The Principal as Instructional Leader: A Second Look. , 1982 .

[15]  D. P. Crandall.  Models of the School Improvement Process: Factors Contributing to Success. A Study of Dissemination Efforts Supporting School Improvement. , 1982 .

[16]  D. Carnine,et al.  Effects of instructional Design Variables on Vocabulary Acquisition of LD Students , 1987, Journal of learning disabilities.

[17]  J. Little,et al.  Professional Development Roles and Relationships: Principles and Skills of "Advising.". , 1984 .

[18]  Russell Gersten,et al.  Entry IQ and Yearly Academic Growth of Children in Direct Instruction Programs: A Longitudinal Study of Low SES Children , 1984 .

[19]  Barak Rosenshine,et al.  Teaching Functions in Instructional Programs , 1983, The Elementary School Journal.

[20]  Carl Bereiter,et al.  Teaching disadvantaged children in the preschool , 1966 .

[21]  J. Brophy.  Teacher behavior and student achievement , 1984 .